Chapter 16
Special Education for Gifted Students
Title 22 Education, Chapter 16: Special Education for Gifted Students regulations, the Parent Guide to Gifted Education, the Basic Education Circular Special Education for Gifted Students and the Gifted Guidelines reflect Pennsylvania's commitment to gifted students as "children with exceptionalities" and therefore in need of specially designed instruction.
Overview of Gift Education at Northeastern School District
Gifted programming is provided for identified students in accordance with Chapter 16 (Pennsylvania’s Gifted Regulations). Northeastern’s gifted support continuum of programming is overseen by Dr. Beth Ann Radanovic, Director of Special Education. Our gifted support teachers provide services to students in the buildings listed below:
Lorraine Coombes (coombesl@nebobcats.org)
Conewago Elementary
Mount Wolf Elementary
Shallow Brook Intermediate
Northeastern Middle School
Northeastern High School
Emily Zelinka (zelinkae@nebobcats.org)
Orendorf Elementary
York Haven Elementary
Spring Forge Intermediate
Northeastern Middle School
Gifted Education Frequently Asked Questions-
What data is Used to Screen Students? Northeastern school District utilizes multiple criteria as established through a three tier gifted identification process. Tier I and II are used to locate students who are thought to be gifted and may need specially designed instruction. Tier I is a universal screener. The Naglieri is used to screen second graders and in other selected grades, which is determined by the Gifted Committee and the Assistant Superintendent’s assessment schedule. Any move-in students that may potentially be gifted are also screened. Upon completion of the universal screening process, students may be referred to further evaluation in Tier II. In Tier II, the district contacts parents to discuss a potential need for a gifted evaluation. Additional screening and more in depth data collection is used when completing a multiple criteria matrix. Following the screening process, students who qualify to move on will be evaluated accordingly through Child Find requirements. A parent or classroom teacher may request a gifted evaluation once a school year. The three tiered process outlined above is used for these requests.
How Do Students Get Referred for a Gifted Identification Process? As part of Tier I, students may be referred by a parent or teacher for the Gifted Identification Process. They also may be referred to Tier II by the Gifted Support teacher upon completion of the Universal Screener (Naglieri).
How is Gifted Eligibility Determined? Gifted Eligibility is determined through an additional two levels in the tiered process. Students who score the qualifying points in the multiple criteria Tier II matrix screening move to a Tier III multidisciplinary evaluation by a Certified School Psychologist. The School Psychologist uses a multiple criteria matrix and scores on cognitive abilities assessments to determine Gifted Eligibility. Eligibility for gifted services is based upon the regulations outlined in Chapter 16. A summary of these requirements includes the following:
Mentally Gifted means: a person who as an IQ score of 130 or higher OR when multiple criteria (*) indicate gifted ability. Determination of gifted ability is not to be based on IQ score alone. Deficits in working memory and processing speed cannot be the basis for an ineligible IQ score. A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability. Determination of mentally gifted must include an assessment by a certified school psychologist.
(*) Multiple Criteria defined:
A year or more above grade level for the normal age group in one or more subject areas, as measured by nationally normed and validated achievement tests.
Observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability. Rate of acquisition is the relative ease with which a student learns new information or acquires skills. Rate of retention is the ability of the student to retain and use information or skills in meaningful ways.
Demonstrated achievement, performance or expertise in one or more academic areas. Evidenced by excellence of products, portfolio/research, and team judgment.
Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communication skills, foreign language aptitude or technology expertise.
Documentation, observations, validated or assessed evidence of any intervening factors (i.e., ESL; gender, race bias; socio/cultural deprivation are masking gifted abilities.
At the end of the evaluation process, the school district will complete an eligibility determination report (documented in a Gifted Written Report, also known as a GWR) within 60 calendar days of the returned parental consent given through Permission to Evaluate form.
What is a Gifted Individualized Education Plan (GIEP), and who Qualifies for These Services? Students who have been identified as gifted and are in need of specially designed instruction must be described in a Gifted Individualized Education Program (GIEP). The GIEP consists of yearly goals that provide enrichment opportunities in the areas of ELA, Mathematics, and Science. In addition, when needed, acceleration is also mentioned in the GIEP.